英语阅读教学与二语目的语水平制约解析

A Discussion and the Proposal of "Tension Constrained Hypothesis of L2 Reading Proficiency"

在过去的20多年中,英语阅读研究取得了不少重要的进展,这些研究主要在语言学、应用语言学和心理学中进行。这些以"读者为中心"的研究帮助人们进一步理解阅读的本质。从读者的语言知识与能力、认知能力、元认知能力三个层面来评析阅读研究的进展是新的尝试,勾画出一名熟练的优秀阅读者的特点。在此基础上,提出"二语阅读目的语水平制约假说",这一假说认为,母语阅读与二语阅读的一个主要差别在于二语读者的目的语发展与其认知发展和普通知识发展的不同步。这一不同步的矛盾对改进二语阅读教学有重要的启示。

The past 20 years or so have witnessed important advances in reading comprehension research from the fields of linguistics, applied linguistics and psychology. These studies are ＂reader-centered＂ in nature and are of great value because they inform researchers and teachers and allow for a better understanding of the nature of reading. This paper attempts to synthesize current theory and research on the reader in three dimensions： language knowledge and processing ability, cognitive ability, and metacognitive strategic competence. A profile of the good reader follows a critical review of the literature. With reference to the EFL reading pedagogy in the Chinese context, we propose a ＂Tension constrained hypothesis of L2 reading proficiency＂. This hypothesis argues that a key difference between L1 and L2 readers is the tension between the L2 readers＇ target maturation. This tension language proficiency and their general knowledge development and conceptual has important implications for EFL reading instruction in China.